Reading Instruction That Works
The Case for Balanced Teaching
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New to This Edition
*Updated throughout to reflect important recent research advances.
*Chapter summing up the past century's reading debates and the growing acceptance of balanced teaching.
*New and revised vignettes of exemplary teachers.
Table of Contents
Introduction to the Third Edition, Michael Pressley
1. Skills Emphasis, Meaning Emphasis, and Balanced Reading Instruction: A Short History
2. Skilled Reading
3. Children Who Experience Problems in Learning to Read
4. Before Reading Words Begins
5. Learning to Recognize Words
8. Expert Literacy Teaching in the Primary Grades, with Ruth Wharton-McDonald
9. The Need for Increased Comprehension Instruction
10. Motivation and Literacy
11. Concluding Reflections
Appendix: Landmarks in Development of Literacy Competence (or, What Happens When)
Richard L. Allington, PhD, is Professor of Literacy Studies in the Department of Theory and Practice in Teacher Education at the University of Tennessee. He has published over 150 articles, chapters, and books, and has twice received the Albert J. Harris Award from the International Reading Association (IRA) for an outstanding contribution to the understanding of the prevention and assessment of reading disabilities. Dr. Allington has served as president of both the IRA and the Literacy Research Association. He is a member of the Reading Hall of Fame.
"This classic book works--and it works extremely well. The fourth edition provides today's teachers with the very best advice on how to teach children to read, drawing on validated instructional methods and presenting them in a balanced and thoughtful framework." --Steve Graham, EdD, Warner Professor, Mary Lou Fulton Teachers College, Arizona State University-_x000D_Thoroughly defines and describes each type of instruction before showing how successful classrooms provide teacher support as children apply the skills they are learning. (on the third edition)--Curriculum Connections, 4/1/2007ƒƒ_x000D_A valuable resource of significant information and viewpoints about the nature of the reading act, the essential aspects of learning to read and of not learning to read, and the processes needed to transform reading education in our elementary schools today. (on the second edition)--Teachers College Record, 2/1/2014
"Allington has done a masterful job of integrating current literacy research into the fourth edition of Reading Instruction That Works. The new first chapter offers a historical perspective on literacy instruction that provides needed context for the remainder of the book. This is a 'must read' for students early in their graduate coursework in reading and/or special education, and also would be ideal for a 'teachers as readers' initiative in any school in the country. It is a wonderful synthesis of the best literacy practices, based on research, and is sure to provoke lively and thoughtful discussions in university classrooms and school districts."--Carol S. Beers, School of Education, EdD, College of William and Mary
"There is much to recommend about the fourth edition of Reading Instruction That Works. The authors understand readers, teachers, and the approaches to teaching that best foster reading development. Bringing different, but complementary, perspectives on reading instruction that makes a difference in students’ and teachers’ lives, they write with a combination of knowledge, insight, and passion that is all too rare. I cannot imagine reading this book and not coming away with new ideas and new enthusiasm for teaching."--Peter Afflerbach, PhD, Department of Teaching and Learning, Policy and Leadership, University of Maryland at College Park
"Pressley originally envisioned this text as a ‘gateway to the literature on reading and reading instruction.' The book fulfilled this purpose in its prior editions and hits the mark once again in this updated fourth edition from Allington. Making a compelling case for teaching foundational components of reading by referencing research in an highly approachable manner, the book serves as a terrific conceptual overview as well as a practical resource. Whether used in an undergraduate course with future teachers or in a study group with current teachers, the book is a ‘must read.’ The fourth edition continues to foster informed thinking and discussion about productive word- and meaning-based reading instruction in the elementary grades."--Rachel Brown, PhD, Reading and Language Arts Center, Syracuse University